Learning Science in the Schools

Research Reforming Practice

Shawn M. Glynn, Reinders Duit (Herausgeber)

Buch | Softcover

392 Seiten

2016
Routledge (Verlag)
978-1-138-99532-1 (ISBN)

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Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future.

Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice.

This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

Shawn M. Glynn, Reinders Duit

Contents: Preface. Part I: Learning Science Meaningfully.S.M Glynn, R. Duit, Learning Science Meaningfully: Constructing Conceptual Models. R.E. Yager, Constructivism and the Learning of Science. T.R. Koballa, Jr., Children's Attitudes Toward Learning Science. K. Tobin, D.J. Tippins, K.S. Hook, Students' Beliefs About Epistemology, Science, and Classroom Learning: A Question of Fit. Part II: Conceptual Development in Science Domains.C. Wood-Robinson, Children's Biological Ideas: Knowledge About Ecology, Inheritance, and Evolution. R. Stavy, Conceptual Development of Basic Ideas in Chemistry. J. Baxter, Children's Understanding of Astronomy and the Earth Sciences. S. Kesidou, R. Duit, S.M. Glynn, Conceptual Development in Physics: Students' Understanding of Heat. Part III: Conceptual Tools for Learning.B.Y. White, The ThinkerTools Project: Computer Microworlds as Conceptual Tools for Facilitating Scientific Inquiry. J.D. Novak, Concept Mapping: A Strategy for Organizing Knowledge. S.M. Glynn, R. Duit, R.B. Thiele, Teaching Science with Analogies: A Strategy for Constructing Knowledge. A. Stinner, Science Textbooks: Their Present Role and Future Form. Part IV: Assessing Learners' Science Knowledge.D.H. Gitomer, R.A. Duschl, Moving Toward a Portfolio Culture in Science Education. D.F. Treagust, Diagnostic Assessment of Students' Science Concepts. B. Bell, Interviewing: A Technique for Assessing Science Knowledge.

Erscheinungsdatum	19.07.2016
Verlagsort	London
Sprache	englisch
Maße	156 x 234 mm
Gewicht	453 g
Themenwelt	Schulbuch / Wörterbuch
	Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
	Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
	Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
ISBN-10	1-138-99532-0 / 1138995320
ISBN-13	978-1-138-99532-1 / 9781138995321
Zustand	Neuware